Acculturation, the subsequent changes that occur in one culture after continuous first hand contact with another culture, impacts the dietary habits and health risks of individuals. This study examines the acculturation, dietary habits and anthropometric measurements in a sample of 210 first generation Filipino American immigrants in New Jersey (NJ). Acculturation was measured using the Short Acculturation Scale for Filipino Americans (ASASFA). Dietary acculturation was measured using the Dietary Acculturation Questionnaire for Filipino Americans (DAQFA) and dietary intake was determined using the Block’s Brief Food Frequency Questionnaire (BFFQ). Anthropometric measurements were obtained including weight, height and waist circumference. Acculturation had a significant negative relationship with Filipino Dietary acculturation. Western dietary acculturation was significantly correlated with caloric intake (r(208) = 0.193, p < 0.01), percentage fat intake (r(208) = 0.154, p < 0.05), percentage carbohydrate intake (r(208) = −0.172, p < 0.05), Body Mass Index (BMI) (r(208) = 0.216, p < 0.01) and waist circumference (r(208) = 0.161, p < 0.01). There was no significant correlation between Filipino dietary acculturation, dietary intake and anthropometric measurements. The results showed that Filipino American immigrants have increased risks including increased BMI, waist circumference and increased fat intake. Over all, this research highlighted some dietary changes and their effects on dietary intake and health status.

The prevalence of obesity is a public concern and is linked to chronic diseases. Filipino Americans have a high prevalence rate of hypertension and diabetes. This study investigated the dietary intake of first-generation Filipino Americans (n=210). In addition, it provides a comparison of the obesity rates using the International guideline and the WHO Asian recommendation. The dietary intake included caloric, carbohydrate, and fat intake and was determined using the Block Brief Food Frequency Questionnaire. The anthropometric measurements included actual height, weight, and waist measurements. The body mass index (BMI) and waist circumference were categorized using the International guideline and the WHO Asian recommendation to determine obesity. The caloric and carbohydrate intake were normal; however, fat intake was increased. The BMI and waist circumference showed substantial difference when using the International and Asian guidelines to determine obesity. The results highlight the increased health risks of Filipino American immigrants including a high dietary fat intake and an increased obesity rate.

Background and purpose: The recent consequences of the COVID 19 pandemic thrust students into unfamiliar learning environments creating an additional stressor to their personal and academic lives.  The purpose of this study was to explore the perceived level of stress, resilience, and coping mechanisms of the nursing students facing the challenges associated with transitioning to a virtual instructional platform during the COVID-19 pandemic.Methods: Design: The study utilized a cross-sectional design. Using Qualtrics, electronic surveys were distributed to all nursing students in the undergraduate and graduate programs. The study measures used were: Connor Davidson-Resilience Scale and Perceived Stress Scale. Three open-ended questions were included in the survey to identify stressors and coping strategies. SPSS was used to analyze the data using descriptive statistics and correlational analyses. Thematic analysis was used to analyze the answers to the open-ended questions.Results: A total of 148 students completed the survey.  Using the Perceived Stress Scale, the undergraduate nursing students had a higher mean than the graduate students (p < .05), indicating that the undergraduate students had a higher stress level. Using the Connor Davidson-Resilience Scale, the graduate nursing students had a higher resilience level than the undergraduate students (p < .005), indicating that the graduate students had more resilience than the undergraduate students. Recurrent stressors and coping strategies were identified by the participants. Conclusions: The study provides a better understanding of nursing students’ stress and resilience levels in response to significant unexpected occurrences impacting academic life. Strategies and interventions can be implemented to promote students’ resilience and improve their well-being during high-level stressful situations.

Background and Objective: Majority of new graduate nurses are not adequately prepared to assume the dynamic and complex role of today’s professional nurse. The Dedicated Education Unit (DEU) is a clinical teaching model developed in response to the limitations of traditional clinical model (TCM). The aim of the study is to examine the readiness for practice and level of confidence in clinical decision making among graduating nursing students in the DEU and compare it with the students in the TCM.Methods: A pre-test/post-test design was used.  The Casey-Fink Readiness for Practice was utilized in the pre and post-test surveys and the Nursing Anxiety and Self-Confidence in Clinical Decision-Making was used in the post test. Data were analyzed in aggregate and pre-test scores were compared to post-test scores at the cohort level using t-test.Results: The pre-test results showed no significant difference between the DEU and TCM groups. However, the post-test results showed higher levels of readiness for practice and higher self-confidence and lower anxiety in clinical decision making among the DEU students.Conclusions: The study provides evidence on the impact of the DEU in providing graduating nursing students with high quality clinical education to better prepare them for practice.

Background: Health care students are educated exclusively within their own disciplines. Purpose: The purpose of the study was to examine the effectiveness of an Interprofessional Education (IPE) experience among graduate nursing, graduate communication disorders, and exercise science students. Methods: A problem-based IPE project was developed by the faculty. Students worked as a team to develop a comprehensive treatment plan. Each team presented to the class after four weeks. The students completed the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) to evaluate the IPE experience. Results: 51 students participated in the IPE experience: 24 nursing, 17 communication disorders, and 10 exercise science students. A paired samples t-test showed a significant increase (p < .05) in post-test scores in all competencies surveyed. Discussion: The results show that health professional students perceived that their IPE competencies improved because of the IPE experience. Conclusion: Incorporating IPE in the curriculum can promote interprofessional collaboration skills.